Revista Brasileira de Educação Médica publishes debates, analyses and results of investigations into issues considered relevant for medical education.


The library contains articles of Revista Brasileira de Educação Médica as of vol. 30(2006) to current.

Recent Submissions

  • Competency matrix related to Covid-19: contributions from students and residents

    Pita,Cristiane Guedes; Melo,Karla Kalene Fernandes; Brasilino,Maryane Chagas Barboza; Diniz,Rosiane Viana Zuza (Associação Brasileira de Educação Médica, 2021-01-01)
    Abstract: Introduction: Competency-based education has been discussed under the new perspective of the COVID-19 pandemic. The need for social distancing had effects on student activities and educational institutions needed to reflect and redesign the teaching-learning process. It was necessary to incorporate contents related to COVID-19 into the medical training programs and to adapt the teaching tools. Therefore, it is necessary that training be mediated by a collective construction of the competency matrix with the participation of the subjects involved in the process. Objective: This project aims to present the reconstruction of the curriculum in cardiology by observing the collaboration of the students and residents. Method: Exploratory study, involving 13 undergraduate medical students and eight medical residents from the institution’s cardiology program, who comprised the “Students and residents’ panel”. Consensus was reached among the panelists through the Delphi methodology. The first version of the matrix was prepared by the research team and sent, together with the FICF, containing 16 items aimed at COVID-19 content to be achieved at the cardiology internship and residency. The participants attributed their degree of agreement for each proposed item and after returning them, the data were tabulated, stored in an Excel spreadsheet and percentages for each item were calculated and presented in a descriptive manner. Result: The panel consisted of 19 participants. Of the 21 invited, 02 participants did not answer the online questionnaire and were excluded. The initial version of the matrix reached a consensus in the first round, with the lowest agreement rate being 71% in the internship matrix and 89.5% in the residency matrix. Both matrices showed high levels of agreement. There were no disagreements or suggestions for new items for the matrix. Conclusion: The students and residents’ engagement in the pedagogical process may contribute to a better understanding of the competencies for their training and bring sustainable changes to the curriculum.
  • Early medical school graduation during the COVID-19 pandemic: preliminary assessment

    Almeida,Paula Adamo de; Weihermann,Viktoria; Marques,Gustavo Lenci; Fachin,Camila Girardi; Fraiz,Ipojucan Calixto; Pimentel,Silvania Klug (Associação Brasileira de Educação Médica, 2021-01-01)
    Abstract: Introduction: The current outbreak of the new coronavirus or SARS-CoV-2, which causes COVID-19, was first reported to the World Health Organization on December 31, 2019, being declared a pandemic on March 11, 2020. As for the clinical spectrum of SARS-CoV-2 infection, it is a broad one, ranging from asymptomatic, mild upper respiratory tract disease to severe viral pneumonia with respiratory failure and death. With a chance of severe clinical presentation close to 25%, SARS-CoV-2 infection can lead to health service overload and increase the demand for material and human resources. Aiming to increase the availability of health professionals directly involved in care during the pandemic, the Ministry of Education authorized the early graduation for students pursuing careers in health, including medicine. Objective: The aim of this article is to obtain preliminary results of the impact of early graduation for medical students during the COVID-19 pandemic. Method: Observational and cross-sectional study, carried out by applying a questionnaire with 13 questions, five of which used a Likert scale of assessment, six in multiple choice format and two descriptive, via Google Forms, applied to medical students from the universities of Curitiba-PR that graduated earlier in mid-year 2020, due to the COVID-19 pandemic. Results: 113 recently graduated students answered the questionnaire.101 participants reported that they are working as physicians and, among them, 63.36% stated that they are working directly in the treatment of COVID-19 cases. Regarding the importance of an early graduation, most participants fully agree or agree, while only three participants totally disagree. More than half of the interviewees do not feel harmed by the early graduation. However, 43.3% believe they have failed to acquire important information for their training. Finally, regarding their performance in the pandemic, 79.6% consider important their role in the fight against COVID-19 pandemic. Conclusion: The study shows that, at first, the efforts to give the Class of 2020 an early graduation were successful, since these new physicians are contributing to alleviate workforce shortages and provide better care for patients during the pandemic.
  • Mental health support services for medical students: a systematic review

    Morais,Maryana Guimarães de; Silva,Isabella Morais Arantes de Oliveira e; Versiani,Estela Ribeiro; Silva,Claudia Cardoso Gomes da; Moura,Ana Socorro de (Associação Brasileira de Educação Médica, 2021-01-01)
    Abstract: Introduction: Considering the high prevalence of mental health problems among medical students, medical schools should be ethically committed to promote student’s mental health, offering health services and prevention strategies. Objective: The objective of this systematic review is to identify scientific publications on mental health services offered by Brazilian universities to medical students, as well as the professionals involved and the types of interventions most often offered. Method: Systematic literature review, following the guidelines of the Preferred Reporting Items for Systematic Reviews and Meta-analysis (PRISMA). The Scielo, PubMed/Medline, Lilacs, ERIC, The Cochrane Library and CAPES databases were searched for studies published until August 2020, as well as theses and dissertations. The studies were screened, selected, analyzed and relevant data were extracted by two independent reviewers. Results: 16 studies were included. The identified mental health services resort to different strategies towards a common goal of promoting medical students’ mental health. The interventions most frequently found in these services are brief psychotherapy, psychiatric care, psychological-educational guidance and mentoring programs. Most services were created to attend medical students and some of these have been extended to other undergraduate students. In the analyzed services, there is a predominance of multidisciplinary teams, which differ regarding the number and categories of professionals involved. Conclusion: Mental health support services for medical students in Brazil differ both in terms of how they work within the institutions and in terms of the involved professionals. It was observed that publications on these services are scarce when compared to the number of institutions that offer the undergraduate medical course in Brazil. Aiming to expand and consolidate actions aimed at promoting medical students’ mental health in Brazilian higher education institutions, further research on this topic is required.
  • Pandemia: vivências de médicos da atenção primária à saúde e de mestrandos em Saúde da Família

    Correia,Divanise Suruagy; Taveira,Maria das Graças Monte Mello; Silva,Celso Marcos da; Machado,Michael Ferreira; Azevedo,Cristina Camelo; Souza,Carlos Dornels Freire de (Associação Brasileira de Educação Médica, 2021-01-01)
    Resumo: Introdução: A Covid-19 trouxe uma série de desafios para o Sistema Único de Saúde. Na atenção primária à saúde (APS), tais desafios se somam aos já existentes. Objetivo: Este estudo teve como objetivo analisar a vivência de enfrentamento da pandemia de Covid-19 entre médicos do Programa Mais Médicos Brasil, mestrandos em Saúde da Família e atuantes na APS. Método: Trata-se de estudo qualitativo envolvendo oito médicos da APS de Alagoas que cursam o Mestrado Profissional em Saúde da Família (PROFSAÚDE). Foram elaboradas cinco questões, cujas respostas foram analisadas com base na teoria de Análise de Conteúdo. Resultado: Observaram-se três categorias e quatro subcategorias: categoria 1 - “Processo de estudo e de trabalho” (subcategoria 1.1 - “Características do PROFSAÚDE” - e subcategoria 1.2 - “Estratégias pessoais desenvolvidas”), categoria 2 - “Desafios no gerenciamento da vida” (subcategoria 2.1 - “Mudanças no cotidiano” - e subcategoria 2.2 - “Impacto nas emoções”) e categoria 3 - “Crescimento pessoal e profissional”. Conclusão: Em tempos de pandemia, os profissionais médicos vivenciam situações complexas e dinâmicas em razão de um duplo e acumulativo processo - o trabalho na APS e a condição de mestrando. Apesar de todas as dificuldades enfrentadas, o mestrado possibilitou o aprimoramento das habilidades em lidar com situações críticas.
  • Level of knowledge about basic life support of undergraduate students from the health area

    Pelek,Carlos Augusto; Ferreira Silva-Junior,Manoelito; Müller,Erildo Vicente (Associação Brasileira de Educação Médica, 2021-01-01)
    Abstract: Introduction: Basic Life Support (BLS) refers to the procedures that must be performed in situations of cardiorespiratory arrest or airway obstruction, and therefore, undergraduate students and health professionals must be highly trained to perform. Objective: To determine the level of knowledge about Basic Life Support (BLS) and the associated factors among undergraduate students from the health area in their last year of school in a public university. Methods: This is a cross-sectional study with undergraduate students in Physical Education, Nursing, Pharmacy, Medicine and Dentistry at the Universidade Estadual de Ponta Grossa, Brazil. Data collection was carried out in 2019, in the last month of course completion, by a trained researcher using a self-administered questionnaire containing sociodemographic data, professional training, perceived self-knowledge and a validated BLS instrument. There was an association between the outcome “undergraduate students’ knowledge” dichotomized as high (≥70% correct) or low level (<70% correct) and the independent variables (sociodemographic data, professional training and perceived self-knowledge) and the performance of the binary and multinomial logistic regression (p<0.05). Results: 191 undergraduate students participated in the study, being 85.6% of the chosen universe. A total of 30 participants (15.7%) had a high level of knowledge on BLS, being students from the Nursing (n = 12) and Medicine (n = 18) courses. While 35.3% of Nursing students and 46.2% of Medicine students had a high level of knowledge about BLS, there were no students from the Physical Education (0.0%), Pharmacy (0.0%) and Dentistry (0.0%) courses. In the crude analysis, the low level of knowledge was associated with younger age (OR=2.75, 95%CI:1.22-6.21), not feeling safe to perform BLS (OR=3.12, 95%CI:1.38-7.01) and the fact that the discipline was not part of the undergraduate course (OR=18.35, 95%CI:2.44-138.1). In the adjusted analysis, the fact that the discipline was not part of the undergraduate course (OR=13.41, 95%CI:1.74-103.12) remained. Conclusion: Most students had a low level of knowledge about BLS, and only students from the Medicine and Nursing courses demonstrated a high level of knowledge. After adjustment, the fact that the discipline was not part of the undergraduate course was associated with a lower level of knowledge about BLS.
  • Boosting nonverbal physician-patient communication in medical education

    Valadares,Emiliana dos Santos; Catani,Renata Rodrigues; Lacombe,Julianni Bernardelli; Mendonça,Tânia Maria da Silva; Silva,Carlos Henrique Martins; Paro,Helena Borges Martins da Silva (Associação Brasileira de Educação Médica, 2021-01-01)
    Abstract: Introduction: Nonverbal communication is an important part of the medical interview. However, nonverbal skills are still underestimated in medical education and instruments for their teaching and assessing in medical schools are scarce. Objective: We aimed to translate and culturally adapt the Relational Communication Scale for Observational measurement of doctor-patient interactions (RCS-O) to Brazilian Portuguese. Methods: We translated the RCS-O in seven stages: initial translation, reconciliation, back translation, review by the author, independent review, consensus version through the Delphi technique, review by a language coordinator, and pre-test. We used video recordings of four medical consultations performed by medical students and residents to pre-test the instrument. During this phase, three independent observers assessed the medical students and residents’ performance in real health care scenarios through the use of the recordings. Results: Most of the difficulties regarding the translation and cultural adaptation were related to the polysemic meaning of some items. Words and expressions such as “stimulating”, “warmth”, “desire”, “relaxed”, “conversation to a deeper level”, “deeper relationship”, “casual”, and “intensely” required adaptation in order to remove the potential sexual connotation that could arise from overintimacy in the physician-patient relationship. Conclusion: The Brazilian version of the RCS-O is a culturally, conceptually, semantically and operationally valid instrument. It may represent an important advance for the strengthening of learning and assessing nonverbal communication in medical education. We hope this study may encourage health educators to invest in the teaching and assessment of nonverbal communication skills in other countries.
  • From Family Doctor to Student Preceptor in the Brazilian Unified Health System: Experience Report

    Oliveira,Daniel Almeida de; Souza,Eder Viana de (Associação Brasileira de Educação Médica, 2020-01-01)
    Abstract: Introduction: This article reports the experience of a physician, specialist in Family and Community Medicine, who works in a Basic Health Unit in the southern region of the city of São Paulo, in the Primary Health Care of the Unified Health System, when he became a Preceptor of Medical students at Universidade São Caetano do Sul. Method: The students learned about the typical structure of a Basic Health Unit. They learned how to acquire the medical history during anamnesis, under supervision, and the physical examination, as they acquired the necessary skills. They also learned how to request complementary examinations. With this training, they learned how to apply the clinical method during practice. The students also learned the competence to apply the clinical method in uncontrolled environments through the home visit, which also made it possible to know the reality of the patient in loco. The follow-up of families and the index cases for a few years gave the students the opportunity to experience the different care cycles of the Family Health Strategy, including the question of death, which started in the socio-family context. They also participated and carried out assistance and knowledge transmission groups for the community, in which students were able to train communication and adaptation at the population level. They met and participated in the team meetings, which allowed showing the weekly planning of activities, the interdisciplinary discussion of more complex cases and the created strategies. Results: The promising results of the Active Methodologies based on student autonomy, in relation to the learning process, are applied to the teaching of Medicine in clinical practice environments, since the contact with reality improves learning, challenges the students to research and reflect with autonomy to think about what they must do with the established learning goals and teaches them to use previous experiences to interrelate new knowledge with previous information through Evidence-Based Medicine and reflect on medical practice. Conclusion: Comments are also made on the National Curricular Guidelines, which request the inclusion of the medical student within the scope of the Unified Health System, aimed mainly at Primary Health Care learning.
  • Feedback Challenges in the Formative Assessment of the Interinstitutional Program of Teaching-Service-Community Interaction: the Students’ Perspective

    Miranda,Guilherme Roberto Naves; Pessoa,Tályta Freitas; Marco,Lilian Bianca Miller Martelo de; Borges,Arthur Carlos Bernardes; Neves,Breno Lima Silva; Miotto,Igor Alves; Ribeiro,Matheus Alves Pedroso; Lorenzon,Luiza Engel; Marques,Maira Vilagra (Associação Brasileira de Educação Médica, 2020-01-01)
    Abstract: Introduction: This present study assesses the use of the feedback mechanism in the formative assessment during medical training, considering this instrument is of great importance for this training stimulation, which is based on active teaching methodologies. The study aims to characterize the application of this tool and to identify possible failures in its application in the daily routine of the PINESC module in the Anhanguera University (Uniderp) medical course. Method: This is a quantitative, sectional research, including students from the first to the eighth semesters of the medical course, attending the PINESC longitudinal module. In the data collection, a questionnaire was used with questions related to the formative assessment performed by the preceptors, which is reported to the students according to the sample calculation. The feedback is the core activity of the formative assessment and allows the development of reflective and self-evaluation capacities and the development of skills. However, the use of feedback still faces barriers, mainly due to the difficulty of the evaluators in listing negative points and capabilities of the evaluated individuals. Result: In this study, some shortcomings and positive points were reported regarding the application process of this tool, listing and suggesting improvements for a better use of feedback and thus a more favorable academic achievement. Conclusion: In conclusion, as the basis of formative evaluation, the feedback still shows many weaknesses regarding its form and application.
  • Problem-Based Learning in a Medical School: Implementations Challenges

    Rezende,Kátia Terezinha Alves; Costa,Maria Cristina Guimarães da; Rodrigues,Matheus Eduardo; Tonhom,Silvia Franco da Rocha (Associação Brasileira de Educação Médica, 2020-01-01)
    Abstract: Introduction: Considering an integrated curriculum that is guided by dialogical competence according to the National Curriculum Guidelines, the Systematized Educational Unit (UES) and the Professional Practice Unit (UPP) constitutes the curriculum of a medical course in a municipality in the countryside of the state of São Paulo, Brazil. Problem-Based Learning (PBL) is used in the UES and the problematization is used in the Professional Practice Unit as teaching methodologies, seeking an organization that leads to a training that is coherent with the public health sector and the national education scenario. The UES is the focus of this study because we observed that there are divergences among teachers regarding their role as tutors. Thus, we observed that the teaching methodology currently employed at Famema led us to some questions: Do the teachers consider themselves qualified to work with the PBL method? How do evaluations contribute to the teaching-learning process? Thus, this study aimed to analyze the teachers’ understanding of their ability to work with the PBL and the relevance of evaluations for the teaching-learning process in the UES. Method: This is an exploratory-descriptive study with a qualitative approach. Data collection was carried out using a semi-structured interview with teachers who work with the 1st to 4th years in the UES of the medical course, and the selection of the participants was carried out from a non-probabilistic sample of intention, totaling 16 teachers, including four teachers of each of the first four years of the course. The analysis of the data was performed by Content Analysis in the thematic modality, which allowed the definition of two thematic axes: Challenges for teacher training and Potentials and limits of the implemented evaluation process. Results: The trajectory of the PBL in the teaching-learning process from the point of view of teachers showed us a variety of understandings. As for teacher training, weaknesses were identified in the development of the tutoring process, and that the strategies used for training need to be reviewed regarding their implementation and the inclusion of the professionals into the process. Regarding the evaluation, it was observed that the teachers demonstrate difficulties in carrying out an evaluation of the students while integrating the affective, cognitive and psychomotor dimensions. Conclusion: Therefore, regardless the time of the curriculum implementation, Permanent Education should constitute a powerful space for teacher training and process management.
  • The Visual Practice: the Infographic as a Facilitating Tool for Learning in Medical School

    Oliveira,Diêgo Andrade de; Lessa,Rosângela Souza; Ribeiro,Suzana Cristina Silva; Vasconcelos,Pedro Fonseca de (Associação Brasileira de Educação Médica, 2020-01-01)
    Abstract: Introduction: In the context of medical school, the development of methodologies that stimulate the students’ search for learning, autonomy and creativity are essential for medical education in Brazil. The study aims to describe the construction of infographics as a pedagogical proposal for the learning of organic human aging processes by medical students. Method: Medical students attending the 4th period at a Higher Education Institution built infographics, as a requirement for the practical content of the Aging Process module. The static-type infographic was adopted, following criteria such as the definition of the target audience; definition of the objective; choice of topic; selection of the most relevant information (focus); direct and accessible language; organized information; choices of color palettes and style and; infographic sketch. The entire creation process was supervised by the teacher in charge of the project, and evaluation criteria were previously established. Results: The class was divided into seven groups, resulting in the production of an infographic with a specific topic per group. The human aging topics were: Degenerative Joint Diseases, Bone Weakness, Pneumonia in the Elderly, Acute Myocardial Infarction, Vascular Dementia, Atherosclerosis and Herpes Zoster. It is worth noting that in addition to the creation, each group presented the final product to the other colleagues, explaining each item included in the static infographic. Conclusions: We observed that the students satisfactorily met the proposed evaluation requirements, demonstrating their involvement in the construction of infographics and, above all, in simple, creative and objective learning, using a powerful visual tool. We also add that the printed material will be used as aid in the histology laboratory and in extramural activities.
  • Nutritional Education: a Gap in Medical Training

    Villacorta,Denise Bitar Vasconcelos; Barros,Charles Alberto Villacorta de; Macedo,Bernardo Felipe Santana de; Caldato,Milena Coelho Fernandes (Associação Brasileira de Educação Médica, 2020-01-01)
    Abstract: Introduction: The role of nutrition in medicine has changed from a passive function, from an adjuvant therapy, to a proactive and sophisticated therapy that prevents various health problems and changes the natural history of the disease. Recent studies show up that medical education does not sufficiently and efficiently address the patient’s nutritional aspects, thus training physicians who are not confident in providing nutritional care to their patients. This study aimed to analyze and describe scientific studies that have evaluated nutrition education in medical schools, seeking within this context to find nutrition topics important for undergraduate medical education. Methods: This research was conducted through a cross-sectional, descriptive, scoping review after searching for synonyms using MeSH (Medical Subject Headings) and DeCS (Health Sciences Descriptors) tools. Results: We initially found 1.057 publications that underwent sequential screening until reaching a total of 16 articles, which achieved the scope of this research. Most articles are from the United States of America (50%), assessed a total of 860 medical students and 243 medical schools using different approaches regarding the teaching of nutrition. Final considerations: In this review, we have shown that despite several studies ratifying the well-established association between nutrition and prevention/treatment of diseases that require outpatient care, or at the hospital level, nutrition education in undergraduate medical school has not accompanied this evidence and, for many years, the subject has been underestimated. In Brazil, no studies were found on this topic with the used descriptors.
  • The Importance of Anatomical Terminology Employment in Health Sciences

    Gonçalves,Giuliano Roberto; Cabral,Richard Halti; Grecco,Leandro Henrique (Associação Brasileira de Educação Médica, 2020-01-01)
  • Saúde Mental de Alunos de Medicina Submetidos à Aprendizagem Baseada em Problemas: Revisão Sistemática da Literatura

    Silva,Carlos Emanoel Chaves da; Nascimento,Alef Oliveira do; Nascimento,Israel Junior Borges do; Couto,Mayra Hermínia Simões Hamad Farias do; Souza Filho,Luiz Euclides Coelho de; CUNHA,Katiane da Costa (Associação Brasileira de Educação Médica, 2020-01-01)
    Resumo: Introdução: O curso de Medicina possui fatores potencialmente estressantes que podem gerar adoecimento psíquico nos alunos. Métodos curriculares alternativos ao sistema tradicional, como aAprendizagem Baseada em Problemas (ABP), podem ter impacto na saúde mentaldos discentes. O objetivo deste estudo foirealizar uma revisão sistemática de estudos que avaliaram a saúde mental de estudantes de Medicina submetidos ao método ABP. Método: Realizou-se uma busca de alta sensibilidade nas principais bases de dados científicas associadas àsaúde mental (CochraneLibrary, Medline via PubMed, Portal Regional da Biblioteca Virtual em Saúde(BVS), Eric e Embase) com inserção até 22 de setembro de 2019. Os descritos indexados e os termos de identificação foram definidos por especialistas e avaliados pelo grupo de tecnologia da informação da Universidade Estadual do Pará.Os critérios de inclusão para os estudos obtidos por meioda busca foram: artigos apresentados na íntegra, escritos em qualquer língua, publicados no período de 1998 a 2018, com foco na saúde mental de alunos do curso de Medicina submetidos ao método ABP. Excluíram-se os trabalhos que não avaliaram a saúde mental, os artigos em que a amostra não foi submetida à metodologia de ensino ABP e aqueles de revisão literária. Após a seleção, os artigos foram avaliados duplamente por revisores independentes quanto ao risco de viés e à qualidade de evidência mediante a ferramenta Robins-I. Resultados: Identificaram-se 1.261 estudos, dos quais se excluíram 1.251 conforme orientaçãodoprotocolo Prisma, restando dezartigos ao final, os quais foram sintetizados de forma descritiva. Em geral, os estudos têm mostrado que o método de ABP, em comparação com o método tradicional, promove melhor desempenho acadêmico, bem como estimula atividades práticas, fato que gera certo grau de satisfação. Conclusão: Os discentes de Medicina submetidos ao método ABP são associados a resultados adequados de aprendizado e desempenho médico-científico. Entretanto,metodologias científicas mais assertivas, baseadas em critérios metodológicos mais rigorosos,são necessárias para elucidar de forma mais abrangente os benefícios e danos dessa metodologia pedagógica.
  • A Pandemia da Covid-19: Repercussões do Ensino Remoto na Formação Médica

    Gomes,Vânia Thais Silva; Rodrigues,Roberto Oliveira; Gomes,Raimundo Nonato Silva; Gomes,Maria Silva; Viana,Larissa Vanessa Machado; Silva,Felipe Santana e (Associação Brasileira de Educação Médica, 2020-01-01)
  • Design Thinking na Reestruturação do Sistema de Avaliação de Disciplina em um Curso de Medicina

    Côrtes Júnior,João Carlos de Souza; Souza,Maria Cristina Almeida de; Vilagra,Marlon Mohamud; Côrtes,Paula Pitta de Resende; Vilagra,Sandra Maria Barroso Werneck; Tempski,Patrícia Zen (Associação Brasileira de Educação Médica, 2020-01-01)
    Resumo: Introdução: A construção de conhecimento é facilitada pela utilização de metodologias inovadoras, centradas no estudante e que lhes permitam participar da elaboração de propostas para soluções de problemas reais. O design thinking (DT) é um processo que propõe a busca, de forma empática, colaborativa e criativa, de soluções para problemas complexos. Neste relato de experiência, aplicou-se o DT à educação médica como um recurso para que a comunidade acadêmica participasse diretamente da qualificação do ensino. Método: Trata-se de relato de experiência com a utilização do DT na reestruturação do sistema de avaliação de uma disciplina em um curso de graduação em Medicina. Resultado: Foi possível viabilizar soluções a partir da prototipagem, de maneira compartilhada e colaborativa, que resultaram na otimização da qualidade do processo avaliativo da disciplina, com a adoção de novos métodos. Conclusão: O DT aplicado ao campo da educação médica permitiu a reflexão sobre um processo inovador e a operacionalização dele na reestruturação da avaliação do conteúdo programático de uma disciplina no curso de graduação em Medicina.

    Mascaretti,Luiza A. S.; Primo,Ednéia; Freschi,Solange Arlete; Leone,Cláudio (Associação Brasileira de Educação Médica, 1988-08-01)
    Sumário: Um programa de ensino de Saúde Escolar, vem sendo desenvolvido junto à residentes de 1º ano de Pediatria da Faculdade de Medicina da Universidade de São Paulo com uma população de escolares, num trabalho de desenvolvimento comunitário. Os autores apresentam um breve histórico do programa, o programa de ensino propriamente dito, suas principais dificuldades e finalizam tecendo considerações em relação aos aspectos positivos do mesmo tanto em relação aos residentes quanto à população de escolares.

    Bianchini,Elizabeth Xavier; Cavalheiro,Paulo Tadeu Romagna (Associação Brasileira de Educação Médica, 1988-08-01)
    Resumo: Os autores analisam os relatórios dos plantões realizados pelos alunos internos de Clínica Médica no Serviço de Pronto Atendimento (SPA) do Hospital Universitário da Santa Maria (HUSM), no período de janeiro de 1984 a dezembro de 1985. Os capítulos da Classificação Internacional de Doenças com maior incidência, nos 13.328 diagnósticos, foram "Doenças do aparelho respiratório" (2.055 casos, 15,4%), "Sintomas, sinais e afecções mal definidas" (1.951 casos, 14,64%), "Lesões e envenenamentos" (1.701 casos, 12,76%), Doenças do aparelho circulatório" (1.247 casos, 9,36%). Infecções respiratórias agudas (1.120 casos, 8,40%), hipertensão (508 casos, 4,35%) e distúrbios mentais não psicóticos (522 casos, 3,92%j foram as doenças predominantes. Cada interno realizou, em média, 13,87 horas de plantão semanalmente. A maioria dos atendimentos não caracterizaram situações de urgência; muitos diagnósticos foram indefinidos· salientam que os doutorandos necessitam adequado preparo em Medicina de Urgência e que o SPA do HUSM necessita se adequar a sua realidade.

    Braga,Christina Marília da Silva (Associação Brasileira de Educação Médica, 1988-08-01)
    Resumo: No presente estudo são comentados trabalhos que se ocupam com o uso da Estatística em artigos publicados em periódicos médicos nacionais e estrangeiros.

    Nóbrega,Antonio Cláudio Lucas da; Araújo,Cláudio Gil Soares de (Associação Brasileira de Educação Médica, 1988-08-01)
    Resumo: A aquisição de hábitos saudáveis de vida constitui a mais eficiente forma de combate às doenças do aparelho cardiovascular, as quais se tornaram a principal causa de morte nos grandes centros urbanos. A prática da atividade física regular é uma das medidas mais importantes no aumento da qualidade e quantidade de vida, devendo o médico estar capacitado a prescrever exercício físico corretamente. Com o objetivo de avaliar a situação nacional do ensino de graduação da Medicina do Exercício, foram enviados questionários às Direções de todas as Escolas Médicas de graduação do Brasil. Os resultados mostraram que é deficiente a abordagem sobre exercício físico tanto do ponto de vista de mecanismos básicos quanto da aplicação clínica, levando a formação de médicos que desconhecem a relevância médico-social da atividade física e que carecem de informações para uma segura e eficiente prescrição de exercícios físicos. As possíveis causas e consequências de tal situação são discutidas.

    Amorim,Dalmo de Souza (Associação Brasileira de Educação Médica, 1988-08-01)
    Resumo: O presente artigo contém a apresentação de atividades na pós-graduação na Faculdade de Medicina de Ribeirão Preto desde a implantação dos programas. O objetivo desde logo definido era a formação de docentes e pesquisadores para as áreas Biomédicas e Médicas, capazes de suprimir as necessidades de expansão do ensino superior no país e permitir a nucleação de grupos de pesquisa diferenciados. Ainda que ressaltando o êxito e a consolidação dos programas, o autor examina as possibilidades de reorientação à luz da experiência já vivenciada e das condições atuais do ensino superior brasileiro.

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